This site is dedicated to the memory of Dr. Alan William Smolowe who gave birth to the creation of this database.
Heraclitus or Heraclitus of Ephesus NULL
Much learning does not make a scholar.
Isaac Asimov, born Isaak Yudovich Ozimov
Why this reluctance to make the change? We fear the process of reeducation! Adults have invested endless hours of learning in growing accustomed to inches and miles; to February’s twenty-eight days; to “night” and “debt” with their silent letters; to qwertyuiop; and to all the rest. To introduce something altogether new would mean to begin all over, to become ignorant again, and to run the old, old risk of failing to learn.
Taste is the faculty of judging an object or a method of representing it by an entirely disinterested satisfaction or dissatisfaction. The object of such satisfaction is called beautiful.
Isaac Asimov, born Isaak Yudovich Ozimov
Suppose that we are wise enough to learn and know -- and yet not wise enough to control our learning and knowledge, so that we use it to destroy ourselves? Even if that is so, knowledge remains better than ignorance. It is better to know -- even if the knowledge endures only for the moment that comes before destruction -- than to gain eternal life at the price of a dull and swinish lack of comprehension of a universe that swirls unseen before us in all its wonder. That was the choice of Achilles, and it is mine, too.
Better | Choice | Control | Destroy | Enough | Eternal | Ignorance | Knowledge | Learning | Life | Life | Price | Universe | Wise | Wonder | Learn |
The trouble with most men of learning is that their learning goes to their heads.
Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.
Learning |
Jack Kerouac, born Jean-Louis Lebris de Kérouac
No man should go through life without once experiencing healthy, even bored solitude in the wilderness, finding himself depending solely on himself and thereby learning his true and hidden strength.
When we trust our brother, whom we have seen, we are learning to trust God, whom we have not seen.
John Holt, fully John Caldwell Holt
[We] can best understand learning as growth, an expanding of ourselves into the world around us. We can also see that there is no difference between living and learning, that living is learning, that it is impossible, and misleading, and harmful to think of them as being separate.
Growth | Learning | World | Think | Understand |
John Holt, fully John Caldwell Holt
Man is by nature a learning animal. Birds fly, fish swim; man thinks and learns. Therefore, we do not need to “motivate” children into learning, by wheedling, bribing, or bullying. We do not need to keep picking away at their minds to make sure they are learning. What we need to do, and all we need to do, is bring as much of the world as we can into the school and the classroom; give children as much help and guidance as they need and ask for; listen respectfully when they feel like talking; and then get out of the way. We can trust them to do the rest.
Children | Guidance | Learning | Man | Nature | Need | Rest | Talking | Trust | World | Guidance |
The end... of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection.
Faith | God | Grace | Knowledge | Learning | Love | Parents | Perfection | Virtue | Virtue | God |
There are many shining qualities on the mind of man; but none so useful as discretion. It is this which gives a value to all the rest, and sets them at work in their proper places, and turns them to the advantage of their possessor. Without it, learning is pedantry; wit, impertinence; virtue itself looks like weakness; and the best parts only qualify a man to be more sprightly in errors, and active to his own prejudice. Though a man has all other perfections and wants discretion, he will be of no great consequence in the world; but if he has this single talent in perfection, and but a common share of others, he may do what he pleases in his station of life.
Discretion | Impertinence | Learning | Life | Life | Looks | Man | Mind | Pedantry | Perfection | Prejudice | Qualities | Rest | Virtue | Virtue | Wants | Weakness | Will | Wit | Work | World | Talent | Value |
The meaning of life is felt through relationship... Relationship with others and with one’s own self... Parenting, teaching, serving, creating. Learning from nature, the sages, our peers, from our emerging selves in a state of becoming.
Learning | Life | Life | Meaning | Nature | Relationship | Self |
Joseph Chilton Pearce, aka Joe
We have ignored for half a century or more the studies that show some 95 percent of all a child’s learning or “structures of knowledge” form automatically in direct response to interactions with the environment, while only 5 percent form as a result of our verbal teaching or intellectual instruction.
He who has imagination without learning has wings but no feet.
Imagination | Learning |
Kaibara Ekken, or Ekiken, also known as Atsunobu NULL
The end of learning is the formation of character.